6/22 Journal Entry Session 1
Today we took a brief look at the history of teaching and treating those who do not conform to the norm or the typical.
What changes have you seen in your 'career' in education (be it your career as a K-12 student)?
Two educators (in the quotes that follow) give their views about what can still be. Do you agree with them? What changes do you think are needed?
1. “I and you and people everywhere can change a perspective, alter an outlook, see the circumstances in which we find ourselves from a new angle. I am saying that I, you, and humans everywhere have the capacity enacted daily to make and remake, to work and rework whatever is there to work with” Patricia Carini Starting Strong (pg 145)
2. Inclusion is not a favor school systems do for students whom they perceive as “disabled”, but a gift to our common humanity – a way of reconceptualizing our schools and our society. Mara Sapon-Shevin Widening the Circle page xiii
(This response was generated by Miriam and Laura)
Miriam: In response to the first quote, it is definitely possible to change our perspective as teachers, especially when we are just starting out in the field. Although we may have misconceptions about learning differences, our perceptions are very malleable and can be shaped by our instructors, the readings, etc.
Laura: For me it's more of a question of how to implement this perspective of thinking that inclusion is necessary and beneficial for all. For me and the teachers in training in this field of thought (inclusive classrooms), the point is moot. We are already converted! I'm not so much concerned about changing my perspective as creative an atmosphere of inclusion in practice in my classroom. However, I can see how there may be teachers who have been teaching for years and years in another school of thought, or who haven't been trained in the spirit of inclusion, or who have had a bad experience trying to create an inclusive classroom.
Miriam: (on the second quote) It sounds idealistic at this point. Again, it's not so much about changing our (teachers trained in the inclusion field of thought) ideals, but implementing it and reaching teachers and others in education who have their own fixed ideas about education.
Laura: When it comes to implementing this system of inclusion in school systems, it seems like a lot of work restructuring and rethinking the current system. This is good work, but might feel like a heavy task for schools, so I can understand why this might appear like or be confused as a favor to students with disabilities. It may not be a favor, but it is a large task, and may be slow, expensive, and difficult in manifesting.
6/29 Journal Entry Session 2
What is a 'typical' child? Is there such a thing as an 'average child'? Should schools treat each learner as unique and give them an individualized education plan?
When I think of a "typical" child, I think of a child who has the skills that are typical of a child at that age. We have to remember that childhood is preparing people to become surviving and thriving adults. Our goal as teachers and educators (the whole team) is NOT to make them feel good about themselves (well this is one goal), but to equip them with the skills they need. I do not think that schools should develop an IEP for each student! I think this for several reasons:
Students should learn how to operate in a social setting of their peers (which can be derailed by constant pulling out of the classroom)
I think IEPs give students the impression that they don't have to get the work done. This is not an accurate reflection of "the real world."
Teachers are not tutors! They teach a classroom of students, not one-on-one.
That being said, from the case studies we have looked at, I think there is a real need for IEPs for some students. However, at a certain point, the students should come off the IEP and operate in the regular classroom (sink or swim?)
6/28 Journal Entry Session 3
(Compiled by Miriam and Laura)
In response to Winebrenner reading, Chapter 3, pp 23-24, on "How It Feels to Have LD"
Winebrenner describes teachers who don't really understand about learning disabilities. She says that even well-meaning teachers will tell students to try harder because they don't understand the experience. It's not a matter of trying harder! If a student's brain does not distinguish between b's and d's, it's no use telling a student to try harder! It's a matter of the teacher understanding how students with learning disabilities think and learn, and finding intervention strategies that work.
There are limitations in a student's ability, and then there are the emotional/confidence limitations that come along with years and years of being misunderstood, as iluustrated by the anecdote about Christopher on pages 23-24. These types of anecdotes should inform teachers about what's going on their students, and help them to think through all the options before they say "try harder."
Effort can be very subjective, however there are students who do need a push in effort. Therefore, it's especially important for teachers to learn about learning disabilities so they can distinguish between a learning obstacle and when a student should be pushed re: effort.
7/1 Journal Entry Session 4
What are the benefits to teaching students about their learning styles?
What are potential problems with teaching students about their learning style?
(You may want to look at Chapter 4 in Weinbrenner again, as well as thinking about our class discussions and activities around this topic).
(This list was generated by Laliv, Laura and Miriam)
The benefits of teaching students about their learning styles:
It can help them realize their strengths
It can help them tap into their potential if they can learn in a way that's conducive to their learning style
If they are able to learn in a way that appeals to them, it can make the content more approachable and fun
It can increase their confidence in their learning
It can decrease their frustration with their weaker learning styles when they are shown that there are different ways of learning
Once aware of their learning style, they might take the initiative (without teacher prompting) to become self-starters
This knowledge could help them self advocate for what they need in the classroom
It can be empowering
The potential problems with teaching students about their learning style?
Even if they have one strong learning style, they still should be learning in other ways.
Having a learning style or preference does not mean they can't learn in other ways or improve other learning styles
It could lead to self labeling, which could limit them, they might resign to the fact that they only learn one way and not push themselves
they might not engage in other learning styles
7/6 Journal Reflection - Autism guest speaker
Today's guest lecturer, Marion Green, covered a lot of information in a short space of time. A whole graduate class - or even a degree - could be devoted to the teaching of students with autism! In the spirit of abbreviation (out of necessity) here is something to think about:
If you had to make a "To Do" list of the most important things a classroom teacher should do when teaching a student with autism in the regular education class, what would be on your list?
What struck me about last week's presentation on autism is that the speaker was speaking from a place of understanding + empathy. It was really empowering to hear stories about students with Asperger's or autism that had great support systems. If I had a child with autism in my class, I would certainly be nervous and want to be prepared.
sit down and talk with an expert on education and autism
revisit the curriculum overview with a new lens
get familiar with the resources available for working with the child
read over the child's IEP
get to know the parents and their goals for their child
get to know the child and their goals for themselves
Title of article: “The Key to Classroom Management”
Journal: Robert Marzano, Educational Leadership
Key points – or – ‘what can I take from this?’
Teachers' action in the classroom... quote
Balance between reward for good behavior and consequences for bad behavior
Dominance – teacher has clear purpose and strong guidance
clear rules and procedure
consequence for student behavior
rules created by students and teacher together
examples: verbal and physical reactions, pre-arranged cues
clear learning goals
assertive behavior
Cooperation – concern for the needs and opinions of others
student/teacher team
strategies for cooperation: flexible learning goals, knowing your students
personal interest in your students – greeting them, asking about their lives
positive classroom behaviors – eye contact, move around the room, think time, encourage all students to participate
High-needs students – have a repetoire of techniques
Dr. Mel Levine
“Celebrating Diverse Minds”
Educational Leadership
October 2003
Dr. Levine has focused on children who don't fit in a typical school, struggle with:
organizing time, prioritizing
communicating effectively
grasping verbal and nonverbal concepts
memory
recognizing patterns
fine detail
These non-recognized disabilities can lead to ::
undereducation,
misunderstanding of these students
Three things can affect student success:
Assessment,
curriculum
professional development
Assessment – different minds show what they know in different ways.
Assessment should not be about rote memory or regurgitation of information
Limit space, but not time
opportunities for showing understanding
Curriculum examination – get away from standardized
diverse minds should be allowed diverse assessment
Professional development
teachers can learn about students at home
Where do we go from here?
Neuro-developmental learning – looking at learning as it happens in the brain
understanding students' individual needs, not labels
7/14 Journal Reflections - Presentations: Anne + Brie
Anne
"Problems in the Digital Brain"
What's the problem? What does it look like?
hyper-connectedness that doesn't always lead to connections
the digital brain does not lend to interpersonal skills (text-to-text communication doesn't require these skills)
students 8-18 spend 6 hours a day on media (all at the same time)
valuable social behavior in teens is being connected/available instantly by media
multi-tasking doesn't work when you need to do two activities that require the same part of the brain (continuous partial attention) that will lead to decreased cognitive function
What can we do to help?
provide balance between digital connections and non-digital connections
time to reflect (journaling)
active listening (without the 'toys')
encourage students to teach digital skill
use a digital tool (such as a smart board)
build emotional literacy
teach mindfulness (yoga/meditation)
encourage storytelling (both teller and listener have to be engaged)
Brie
Classroom management for kids with challenging behavior
Story about student who throws a chocolate milk at the teacher. What would you do? The teacher goes on with the lesson, making eye contact with the problem student.
Relationship-building approach to behavior management
at-risk students who turn around almost always have a good relationship with an adult
During the incident:
only do what is necessary to maintain safety of students, teacher, class materials
no punishment (anything done or said to humiliate or reprimand the student)
redirect the student to a positive behavior, and make it easy for the student to go along
Continued intervention
step 1: bonding (extra time with the student, share, raise the student's social status in the class)
step 2: ensuring success (academic - do a mini-child study to help the student feel successful)
"Recognizing Neglected Strengths" by Robert Sternberg, Educational Leadership, September 2006
Key Points:
Cultural Knowledge - Students who come from a non-mainstream culture don't do as well on standardized tests.
Students who are native Alaskan had a different kind of knowledge (that they need to know and that is valued).
These students were able to do well on a test in the same format as a standardized test that contained information valued in their culture
These results were confirmed in Kenya when tested on medicinal plants.
The researchers also found that they could teach math content using relevant cultural information.
Take-away:
Students do better when they are taught to their cultural strengths
Be aware of the cultures in your classroom
Jessica
"Orchestrating Multiple Intelligences"
Multiple Intelligences
Misunderstanding: Education policy makers think they should group students based on their mult. intelligence results & teachers should design a lesson plan for each one.
Reality: MI is an explanation of how the mind works
Teachers should plan lessons speaking to a combination of intelligences
Laser profile: differences between intelligences is vast--one strong and several weak
Searchlight profile: difference between areas not apparent
MI can interact by interference, compensation, or enhancement
Strategies for Diverse Learners
Students can work in like skills or varied skills to either work with the same intelligences or different ones
Project Spectrum: interactive assessment process
Rich experiences let students engage actively in their learning.
7/21 Presentation - Shannon
"The Change Agents" Educational Leadership September 2009
Using technology in the classroom:
Democratized knowledge
Participation
Authenticity - product
Multimodal - learning through text, visuals, sounds, videos, etc. Combination can increase learning by attacking our memory from different sides
At MIT, they changed a physics lecture to a hi-tech class where they worked on teams on real-world problems (inquiry v. note-taking)
Table of Contents
6/22 Journal Entry Session 1
Today we took a brief look at the history of teaching and treating those who do not conform to the norm or the typical.
What changes have you seen in your 'career' in education (be it your career as a K-12 student)?
Two educators (in the quotes that follow) give their views about what can still be. Do you agree with them? What changes do you think are needed?
1. “I and you and people everywhere can change a perspective, alter an outlook, see the circumstances in which we find ourselves from a new angle. I am saying that I, you, and humans everywhere have the capacity enacted daily to make and remake, to work and rework whatever is there to work with” Patricia Carini Starting Strong (pg 145)
2. Inclusion is not a favor school systems do for students whom they perceive as “disabled”, but a gift to our common humanity – a way of reconceptualizing our schools and our society. Mara Sapon-Shevin Widening the Circle page xiii
(This response was generated by Miriam and Laura)
Miriam: In response to the first quote, it is definitely possible to change our perspective as teachers, especially when we are just starting out in the field. Although we may have misconceptions about learning differences, our perceptions are very malleable and can be shaped by our instructors, the readings, etc.
Laura: For me it's more of a question of how to implement this perspective of thinking that inclusion is necessary and beneficial for all. For me and the teachers in training in this field of thought (inclusive classrooms), the point is moot. We are already converted! I'm not so much concerned about changing my perspective as creative an atmosphere of inclusion in practice in my classroom. However, I can see how there may be teachers who have been teaching for years and years in another school of thought, or who haven't been trained in the spirit of inclusion, or who have had a bad experience trying to create an inclusive classroom.
Miriam: (on the second quote) It sounds idealistic at this point. Again, it's not so much about changing our (teachers trained in the inclusion field of thought) ideals, but implementing it and reaching teachers and others in education who have their own fixed ideas about education.
Laura: When it comes to implementing this system of inclusion in school systems, it seems like a lot of work restructuring and rethinking the current system. This is good work, but might feel like a heavy task for schools, so I can understand why this might appear like or be confused as a favor to students with disabilities. It may not be a favor, but it is a large task, and may be slow, expensive, and difficult in manifesting.
6/29 Journal Entry Session 2
What is a 'typical' child? Is there such a thing as an 'average child'? Should schools treat each learner as unique and give them an individualized education plan?When I think of a "typical" child, I think of a child who has the skills that are typical of a child at that age. We have to remember that childhood is preparing people to become surviving and thriving adults. Our goal as teachers and educators (the whole team) is NOT to make them feel good about themselves (well this is one goal), but to equip them with the skills they need. I do not think that schools should develop an IEP for each student! I think this for several reasons:
- Students should learn how to operate in a social setting of their peers (which can be derailed by constant pulling out of the classroom)
- I think IEPs give students the impression that they don't have to get the work done. This is not an accurate reflection of "the real world."
- Teachers are not tutors! They teach a classroom of students, not one-on-one.
That being said, from the case studies we have looked at, I think there is a real need for IEPs for some students. However, at a certain point, the students should come off the IEP and operate in the regular classroom (sink or swim?)6/28 Journal Entry Session 3
(Compiled by Miriam and Laura)In response to Winebrenner reading, Chapter 3, pp 23-24, on "How It Feels to Have LD"
Winebrenner describes teachers who don't really understand about learning disabilities. She says that even well-meaning teachers will tell students to try harder because they don't understand the experience. It's not a matter of trying harder! If a student's brain does not distinguish between b's and d's, it's no use telling a student to try harder! It's a matter of the teacher understanding how students with learning disabilities think and learn, and finding intervention strategies that work.
There are limitations in a student's ability, and then there are the emotional/confidence limitations that come along with years and years of being misunderstood, as iluustrated by the anecdote about Christopher on pages 23-24. These types of anecdotes should inform teachers about what's going on their students, and help them to think through all the options before they say "try harder."
Effort can be very subjective, however there are students who do need a push in effort. Therefore, it's especially important for teachers to learn about learning disabilities so they can distinguish between a learning obstacle and when a student should be pushed re: effort.
7/1 Journal Entry Session 4
What are the benefits to teaching students about their learning styles?What are potential problems with teaching students about their learning style?
(You may want to look at Chapter 4 in Weinbrenner again, as well as thinking about our class discussions and activities around this topic).
(This list was generated by Laliv, Laura and Miriam)
The benefits of teaching students about their learning styles:
The potential problems with teaching students about their learning style?
7/6 Journal Reflection - Autism guest speaker
Today's guest lecturer, Marion Green, covered a lot of information in a short space of time. A whole graduate class - or even a degree - could be devoted to the teaching of students with autism! In the spirit of abbreviation (out of necessity) here is something to think about:If you had to make a "To Do" list of the most important things a classroom teacher should do when teaching a student with autism in the regular education class, what would be on your list?
What struck me about last week's presentation on autism is that the speaker was speaking from a place of understanding + empathy. It was really empowering to hear stories about students with Asperger's or autism that had great support systems. If I had a child with autism in my class, I would certainly be nervous and want to be prepared.
7/12 Journal Reflections - Presentations: Robyn + Ranie
Robyn
Title of article: “The Key to Classroom Management”Journal: Robert Marzano, Educational Leadership
Key points – or – ‘what can I take from this?’
Teachers' action in the classroom... quote
- Balance between reward for good behavior and consequences for bad behavior
- Dominance – teacher has clear purpose and strong guidance
- clear rules and procedure
- consequence for student behavior
- rules created by students and teacher together
- examples: verbal and physical reactions, pre-arranged cues
- clear learning goals
- assertive behavior
- Cooperation – concern for the needs and opinions of others
- student/teacher team
- strategies for cooperation: flexible learning goals, knowing your students
- personal interest in your students – greeting them, asking about their lives
- positive classroom behaviors – eye contact, move around the room, think time, encourage all students to participate
- High-needs students – have a repetoire of techniques
- passive, aggressive, attention problems, perfectionist, socially inept
- do not treat all students the same
Strategies for Diverse learners – new ideasRainie
Dr. Mel Levine“Celebrating Diverse Minds”
Educational Leadership
October 2003
Dr. Levine has focused on children who don't fit in a typical school, struggle with:
- organizing time, prioritizing
- communicating effectively
- grasping verbal and nonverbal concepts
- memory
- recognizing patterns
- fine detail
These non-recognized disabilities can lead to ::- undereducation,
- misunderstanding of these students
Three things can affect student success:- Assessment,
- curriculum
- professional development
Assessment – different minds show what they know in different ways.- Assessment should not be about rote memory or regurgitation of information
- Limit space, but not time
- opportunities for showing understanding
Curriculum examination – get away from standardized- diverse minds should be allowed diverse assessment
Professional development- teachers can learn about students at home
Where do we go from here?7/14 Journal Reflections - Presentations: Anne + Brie
Anne
"Problems in the Digital Brain"What's the problem? What does it look like?
- hyper-connectedness that doesn't always lead to connections
- the digital brain does not lend to interpersonal skills (text-to-text communication doesn't require these skills)
- students 8-18 spend 6 hours a day on media (all at the same time)
- valuable social behavior in teens is being connected/available instantly by media
- multi-tasking doesn't work when you need to do two activities that require the same part of the brain (continuous partial attention) that will lead to decreased cognitive function
What can we do to help?Brie
Classroom management for kids with challenging behavior- Story about student who throws a chocolate milk at the teacher. What would you do? The teacher goes on with the lesson, making eye contact with the problem student.
- Relationship-building approach to behavior management
- at-risk students who turn around almost always have a good relationship with an adult
During the incident:- only do what is necessary to maintain safety of students, teacher, class materials
- no punishment (anything done or said to humiliate or reprimand the student)
- redirect the student to a positive behavior, and make it easy for the student to go along
Continued intervention7/19 Journal Reflections - Presentations: Miriam + Jessica
Miriam
"Recognizing Neglected Strengths" by Robert Sternberg, Educational Leadership, September 2006Key Points:
- Cultural Knowledge - Students who come from a non-mainstream culture don't do as well on standardized tests.
- Students who are native Alaskan had a different kind of knowledge (that they need to know and that is valued).
- These students were able to do well on a test in the same format as a standardized test that contained information valued in their culture
- These results were confirmed in Kenya when tested on medicinal plants.
- The researchers also found that they could teach math content using relevant cultural information.
Take-away:Jessica
"Orchestrating Multiple Intelligences"- Multiple Intelligences
- Misunderstanding: Education policy makers think they should group students based on their mult. intelligence results & teachers should design a lesson plan for each one.
- Reality: MI is an explanation of how the mind works
- Teachers should plan lessons speaking to a combination of intelligences
- Laser profile: differences between intelligences is vast--one strong and several weak
- Searchlight profile: difference between areas not apparent
- MI can interact by interference, compensation, or enhancement
Strategies for Diverse Learners7/21 Presentation - Shannon
"The Change Agents" Educational Leadership September 2009
Using technology in the classroom: